ABSTRACT
Styles ............................................................................................ 149 7.8 Higher-Order Cognitive Processes, Skills, and Competences:
Encouraging Revision .................................................................. 151 7.9 Playing the Whole Game of Expert Writers: Real Readers ......... 154 7.10 Absence of Grades ....................................................................... 156 7.11 Fighting with Your Neighbors ..................................................... 156 7.12 Collaborative Learning ................................................................ 158 7.13 Teacher Feedback and Metacognition ......................................... 158 7.14 Problems with Teachers’ Comments ............................................ 159 7.15 Summary ...................................................................................... 161 Practice Corner ...................................................................................... 162 Keywords .............................................................................................. 164 References ............................................................................................. 165
7.1 INTRODUCTION
Until the 1970s, writing had traditionally been relegated to the margins of university and college instruction. Academic writing was a pervasive activity, but teachers did not pay any attention to the writing process in their classes. They simply requested students to write essays for exams and assignments and to write for occasional projects without actually teaching students how to write. Teaching writing was the responsibility of college composition and English classes for first-year students.
